Author: Mildred P. Coats
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 208
Book Description
The Effects of Graphing Calculators on the Mathematical Achievement and Attitudes of Urban Students in High School Geometry
Author: Mildred P. Coats
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 208
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 208
Book Description
The Effects of Graphing Calculators on Student Achievement and Attitude in Algebra I
Author: Jerolyn F. Braunagel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
Book Description
In this study 15 high school students were taught Algebra I using traditional paper and pencil methods while 18 students were taught with graphing calculators. Results showed no significant difference in achievement during the unit on linear equations and no significant difference in attitudes toward mathematics.
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
Book Description
In this study 15 high school students were taught Algebra I using traditional paper and pencil methods while 18 students were taught with graphing calculators. Results showed no significant difference in achievement during the unit on linear equations and no significant difference in attitudes toward mathematics.
The Effects of Graphing Calculators in Secondary Mathematics on Student's Attitudes and Achievements
Author: Jason A. Miller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 29
Book Description
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 29
Book Description
Graphing Calculators and Urban High School Students' Mathematics Achievement
Author: Lili Rubin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
Book Description
The Effect of the Graphing Calculator on High School Students' Mathematical Achievement
Author: Pamela A. Chandler
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 184
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 184
Book Description
Teddy Bear Or Tool
Author:
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 199
Book Description
Graphing calculators are mainstay in the U.S. high school mathematics curriculum and because of that considerable research has been done on the effect of graphing calculators in the math classroom. Until recently most of the research on graphing calculator use in mathematics education has either been quantitative in nature, focusing on student achievement and attitude, or qualitative focusing on the teaching and learning of a particular mathematical topic (Choi-Koh, 2003; Ellington, 2003; Forester & Mueller, 2002; Smith & Shotsberger, 1997, for example). In addition, there is a growing body of research on how students are adapting graphing calculator technology to their mathematical learning (Artigue, 2002; Drijvers, 2000; Guinn and Trouche, 1999). However, none of this work addresses how students use the graphing calculator when they are working in independent situations or their perceptions of how the graphing calculator impacts their mathematical experience. My work aims to attend to this gap in the research. This dissertation reports on a mixed methods study with data consisting of survey data (n = 111) and in-depth interview data compiled from six case studies. The case study students participated in a task based interview and a stimulated response reflection interview. Particular attention was paid to both the affective and mathematical aspects of graphing calculator use. The data indicates that AP Calculus students value the ability to change the cognitive demand of tasks, the ability to engage in mathematical play, to check their written solutions, and to manage time effectively when doing mathematics. All of the students reported that using the graphing calculator in each of these ways provides them with both a mathematical and affective pay-off. Most surprising is that the ways in which the students value using their graphing calculators to solve problems does not coincide with their perceptions of what it means to 'do math' in a school setting. This result suggests that in the continuing discussion of how and if graphing calculators should be incorporated into school mathematics and assessment it is important to address this inconsistency.
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 199
Book Description
Graphing calculators are mainstay in the U.S. high school mathematics curriculum and because of that considerable research has been done on the effect of graphing calculators in the math classroom. Until recently most of the research on graphing calculator use in mathematics education has either been quantitative in nature, focusing on student achievement and attitude, or qualitative focusing on the teaching and learning of a particular mathematical topic (Choi-Koh, 2003; Ellington, 2003; Forester & Mueller, 2002; Smith & Shotsberger, 1997, for example). In addition, there is a growing body of research on how students are adapting graphing calculator technology to their mathematical learning (Artigue, 2002; Drijvers, 2000; Guinn and Trouche, 1999). However, none of this work addresses how students use the graphing calculator when they are working in independent situations or their perceptions of how the graphing calculator impacts their mathematical experience. My work aims to attend to this gap in the research. This dissertation reports on a mixed methods study with data consisting of survey data (n = 111) and in-depth interview data compiled from six case studies. The case study students participated in a task based interview and a stimulated response reflection interview. Particular attention was paid to both the affective and mathematical aspects of graphing calculator use. The data indicates that AP Calculus students value the ability to change the cognitive demand of tasks, the ability to engage in mathematical play, to check their written solutions, and to manage time effectively when doing mathematics. All of the students reported that using the graphing calculator in each of these ways provides them with both a mathematical and affective pay-off. Most surprising is that the ways in which the students value using their graphing calculators to solve problems does not coincide with their perceptions of what it means to 'do math' in a school setting. This result suggests that in the continuing discussion of how and if graphing calculators should be incorporated into school mathematics and assessment it is important to address this inconsistency.
The Effects of Hand Calculators on Attitude, Achievement and Retention of Students in College Level Mathematics
Author: Claude Montgomery Packer
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 594
Book Description
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 594
Book Description
Using Graphing Calculators to Improve Students' Achievements in an Advanced Math Class in an Urban High School
Author: Mina Shachmurove
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 138
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 138
Book Description
The Effect of Graphing Calculators on the Achievement and Attitude of College Precalculus Students
Author: Darwin Evander Mills
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 128
Book Description
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 128
Book Description
The Effect of Using Graphing Calculators on Student Achievement in Introductory Algebra and Geometry
Author: Charles T. Ritz (III.)
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 106
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 106
Book Description